CODE-SWITCHING AS A TEACHING STRATEGY IN

ENGLISH LANGUAGE CLASSROOMS: EXPLORING

STUDENTS' ATTITUDES AND PERCEPTIONS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 15
Pages: 285-292
Document ID: 2023PEMJ1364
DOI: 10.5281/zenodo.10211750
Manuscript Accepted: 2023-14-11
Psych Educ, 2023, 15(4): 285-292, Document ID:2023 PEMJ1364, doi:10.5281/zenodo.10211750, ISSN 2822-4353
Research Article

Code-Switching as a Teaching Strategy in English Language Classrooms:

Exploring Students' Attitudes and Perceptions
Annie Bangtegan Domede*
For affiliations and correspondence, see the last page.
Abstract
The critical role of code-switching in English language classrooms cannot be discounted, as
numerous studies show that code- switching is a practical language teaching strategy. The need to
code-switch may become more pronounced in a learning environment where students have limited
avenues to develop and polish their English language skills besides doing in-class activities. This
means that the students’ progress in learning and using the English language can be slow and
challenging, which may impact their overall academic performance. Thus, to promote better
comprehension and task achievement in an English classroom, teachers may resort to code-switching
from time to time. For instance, while the medium of instruction at the University of Technology and
Applied Sciences-Al Musannah (UTAS-A) is English and code-switching inside the classrooms is
not at all encouraged, teachers may switch to Arabic, the students’ first language (L1), to explain
some abstract and complex concepts. While studies demonstrate that code-switching may help
facilitate classroom discussions, understanding of lessons, and optimum participation, it is vital to
take into account how students view code-switching in a language classroom. Hence, this paper
sought to explore students' attitudes and perceptions about code-switching in English classrooms at
the University.

Keywords: code-switching, code-mixing, language teaching, first language, multilingualism, teaching

strategy, language classrooms

Introduction Level), Level 2 (Elementary Level), Level 3

In Oman, English was first taught at the tertiary level
in 1986, and from then on, almost all higher education
institutions (HEIs) in the Sultanate adopted English as
the Medium of Instruction (EMI) (Al-Mahrooqi &
Tuzlukova, 2014). Implementing this educational
reform in the country necessitated hiring Omani and
non-Omani staff to teach English in various colleges
and universities. Consequently, the number of
expatriate teachers in Oman HEIs steadily increased
until recently, as the country pushes forward with its
Omanisation program in private and public universities
and colleges. That may be so, colleges and universities
in Oman are global communities as teachers from
various countries continue to join the Omani teaching
force not only as language teachers but also as teachers
and trainers of other fields such as engineering,
business, IT, and others. Generally, preparatory and
post-foundation English and specialized courses in
Oman HEIs are taught by Omani and non-Omani staff
who are bilinguals, at the very least, as they are
required to deliver English language lessons in
English.
At the University of Technology and Applied
Sciences-Al Musannah (UTAS-A), one of the
branches of the largest university in Oman, English is
taught as part of the General Foundation Program
(GFP) in four (4) levels: Level 1 (Pre-Elementary
(Intermediate Level), Level 4 (Upper Intermediate
Level) and in the diploma and advanced diploma
levels in Post-Foundation (PF). The medium of
instruction in the University is English, except for the
Formal Arabic Communication course at the
bachelor's degree level. Unfortunately, "when students
join HEIs, they start to learn in English instead of
learning English" (Al-Riyami & Dayananda, 2022,
p.148). This struggle is partly due to the fact that in
primary schools, the medium of instruction is usually
Arabic, so most students find it challenging to speak
and write in English once they reach university. This
further means that most students will only begin
learning how to learn in English after they leave high
school which means that a majority of those enrolled
in the GFP and PF English courses face the dilemma
of having difficulty learning and expressing ideas in
English. Hence, teachers may occasionally resort to
code-switching between English and Arabic to
facilitate teaching and learning in English.
Code-switching is defined by various experts and
scholars as the shifting from one language to another
by the participants in a communication context.
Numan and Carter (2001. p.275), as cited in Altun
(2021, p.21), describe the term as “a phenomenon of
switching from one language to another in the same
discourse.” In linguistics, code-switching is the
shifting from one language or dialect to another
according to social context or conversational setting.

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Research Article
(Morrison, 2023) Understandably, code-switching
happens when the participants of a communication
situation are multilingual so that they can shift
between languages during the communication
encounter. At UTAS-A English classroom setup, code-
switching happens when those involved shift from
English (L2) to Arabic (L1) during a discussion.
There are varying thoughts and attitudes concerning
code-switching in English classrooms. Numerous
experts have highlighted some advantages and
disadvantages of such a practice inside the classroom.
Consequently, Kumar et al. (2021) noted that people's
attitudes toward code-switching differ, and such a
strategy in English classrooms is viewed positively
and negatively. The same thought was posited by
Dhungana in Khanal (2004), as cited by Garcines et al.
(2017), saying that code-switching from L1 to L2
hinders learning English. However, it also facilitates
and helps in understanding. Yildiz and Su-Bergil
(2021) also noted that despite giving much attention to
the reasons for EFL teachers' code-switching in their
lessons, only a few studies shed light on "whether the
use of mother tongue or only English in the classroom
has facilitating or debilitating effect from the
perspective of students' feelings, thoughts, and
beliefs." (p.9) This study then aimed to investigate
how students feel about code-switching as a strategy in
language teaching and what they think of the supposed
roles of code-switching in their language learning.
Research Questions
This study sought to determine the students’ attitudes
toward code-switching and their perception of its
supposed functions in English classrooms.
Specifically, it obtained answers to the following
questions:
1. What is the overall attitude of the students toward
code-switching in English classrooms?
2. What do students think about the supposed
functions of code-switching in English classrooms?
Literature Review
Numerous studies have been conducted on the long-
standing issue of whether using L1 in teaching L2 is
effective. These investigations brought new
developments, establishing various language learning
and teaching theories and principles related to code-
switching. In the 50s and 60s, using L1 in teaching L2
was not a practice. During those times, English-only or
the monolingual approach was the accepted standard
Annie Bangtegan Domede
method in the classroom. Harbord (1992), as
mentioned in Parry (2011), claims that the increased
funding for English language training in Britain in the
1950s and 1960s fueled the rise of the monolingual
approach to language teaching, although, the Direct
Method or avoidance of L1 has been the most adopted
method since the 1880s (Cook, 2016). According to
Howatt (1984), as cited by Cook (2016), 'the
monolingual principle’ to classroom language teaching
‘remains the bedrock notion from which the others
ultimately derive.’ The wide acceptance of this
approach to language teaching has a far-reaching and
enduring influence on teaching methods. Thus, the
adverse effects of L1 on L2 learning were highlighted,
while its essential and potential contributions to the
learning process were generally downplayed.
Ferrer (2012) in Garcines et al. (2017) noted that with
the emergence of studies on the role of form-focused
instruction, more positive attitudes towards the
pedagogic use of the mother tongue (L1) started to
appear (p.3). Similarly, Wang (2022) revealed that
researchers have discovered over time that the
appropriate use of L1 in the classroom does not hinder
learning a target language (L2). Jacobson (1990), cited
in Cook (2016), acknowledges that there are vital
situations when teachers switch from one language to
another in accordance with rules to emphasize
concepts, help students re-focus, reprimand or praise
them, and revise previous lessons. This means that
code-switching is customary in L2 learning and
teaching, reflecting real-life situations where L2 users
may switch to their L1 when and where appropriate.
Code-switching is widely observed in English
language classrooms as participants are usually
multilingual. In the words of Wibowo et al. (2017),
code-switching and code-mixing often occur in
situations involving bilinguals and multilinguals.
Modupeola (2013) also posited that code-switching is
a communicative phenomenon where a bilingual
switches between two (2) languages. The same
concept was put forward by Crystal (1987), as cited by
Skiba (1997), suggesting that code or language
switching happens when a bilingual alternates between
two (2) languages during their speech with another
bilingual individual. To Romburgh (2022), code-
switching is 'using words or phrases from different
languages or same-language varieties to fit into the
current context of the speech event.' In other words,
code-switching happens to people with communicative
competence in two (2) languages, allowing them to
shift between their speech repertoire in situations
where switching is perhaps required or preferred to
achieve a particular objective.
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In English language classrooms, switching between students learn. Chimbganda and Mokgwathi (2012)
two (2) languages may happen in a student-to-student have purported the same idea, saying that students’ L1
or student-to-teacher discourse and vice versa. is often exploited to promote a better understanding of
Hutauruk (2016) pointed out that code-switching is L2. This illustrates the mutually supportive role of L1
when involved parties use two (2) or more languages and L2 in language teaching.
alternately in the same utterance or conversation (p.7).
This implies that in code-switching, communication In Pakistan, Tabassum et al. (2020) claim that code-
participants utilize the elements of more than one (1) switching is a predominantly recognized occurrence in
language in conveying a single idea or thought in a classrooms as many teachers, instructors, and students
language situation. This same belief is purported by shift from English to Urdu or any other native
Memory et al. (2018), stating that code-switching is language to achieve varied functions. In Indonesian
the use of two (2) or more languages interchangeably classrooms, as observed by Waris (2012), code-
in teaching and learning for easy acquisition of switching becomes a strategy for teachers to help
knowledge by learners. students develop their skills in the English language.
This was further elucidated in a study conducted by
Unsurprisingly, the level of code-switching and the Fachriya (2017) in an ESL classroom in Indonesia
occasions when such a phenomenon occurs relies where she found that the lecturer and her students
heavily on the individuals involved, including gender code-switch to clarify, reiterate, or repeat a point,
and the interpersonal relationships between the explain, ask questions, translate, check for
participants (Thapaliya, 2007). In addition, the extent understanding, emphasize a language element, infer,
of code-switching differs from one communication develop vocabulary, and discuss student tasks. Other
situation to another, which also means that varying identified functions of code-switching in Fachriya’s
contexts may result in diverse types of code-switching. (2017) study include giving feedback, aiding
This is further elucidated by Skiba (1997), who points memorization, managing the class, entertaining the
out that in a normal conversation between two (2) class, and general communication functions. In another
bilinguals, code-switching consists of 84% percent study, Mujiono et al. (2013) revealed that among other
single word switches, 10% phrase switches, and 1% functions, code-switching in EFL classrooms is
clause switching. resorted to for giving instructions, showing affection,
creating humor, clarifying and reinforcing a request or
Poplack (1980), as cited in Martiana (2013), proposed command, asking questions, and giving suggestions or
that there are three (3) types of code-switching which advice (p.53).
are tag-switching, intra-sentential switching, and inter-
sentential switching. Tag switching or extra-sentential Undoubtedly, code-switching serves numerous
is i n s e r t i n g a t ag , a p a r e n t h e t i c a l , an functions in the classroom. In addition to those
exclamation/interjection, a sentence filler, or an previously mentioned, Memory et al. (2018) point out
idiomatic expression in one language into a sentence in that when teachers code-switch during lessons, they
another language. On the other hand, intra-sentential are helping their students to evaluate their experiences,
switching happens within a sentence, while inter- allowing them to remember relevant ideas that they
sentential switching is when code-switching takes can use to help them learn new concepts. This is
place between sentences. In inter-sentential switching, explained by Chimbganda and Mokgwathi (2012),
each sentence is in a different language. saying that teachers use the students’ L1 to increase
student understanding of English. However, aside from
Code-switching takes place in various situations for facilitating the teaching and learning process, code-
different reasons. In other words, code-switching switching may also fulfill certain affective functions,
fulfills certain functions that participants may feel, or such as creating a supportive environment and a sense
think are necessary for a communication situation. For of familiarity between and among teachers and
example, speakers code-switch to manipulate, students.
influence, or define a situation as they wish and
convey nuances of meaning and personal intention This paper investigated students’ attitudes and
(Sert,2005). In addition, code-switching is utilized to perceptions about code-switching in English
establish or delineate ethnic boundaries, hold attention, classrooms. The findings of this study will provide
and interest, and maintain or assert belongingness. In teachers with a better understanding of how students
a classroom setting, Wang (2022) suggests that L2 perceive code-switching in the classroom, so teachers
learners will inevitably use L1 in the learning process, can use code-switching strategically or avoid it
and teachers will also use L1 in the classroom to help altogether.

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Research Article

Methodology students understand each statement better.

This research used a cross-sectional survey design as it
allowed the researcher to collect data and “make
inferences from the population of interest at one point
in time.” (Hall, 2008) This approach is convenient and
appropriate for this study as it permits the researcher to
collect data much faster. Knowing that Tuesdays
between 12 pm and 2 pm is the common free time of
students enrolled in English courses at the University,
the researcher approached those who were readily
available one Tuesday afternoon at the Self-Access
Center (SAC). Those who were willing to participate
were given a copy of the questionnaire with an agreed-
upon time to complete and submit the filled-in
document.
Participants of the Study
Setia (2016) explained that cross-sectional study
participants are identified according to set criteria.
This study's main criterion is that participants are
enrolled in an English course. Hence, the participants
of this study who were approached through
convenience sampling are General Foundation
Program (GFP) students who were at the English
Language Centre (ELC) vicinity during that particular
Tuesday afternoon and the Post-Foundation (PF)
students studying technical writing with the researcher
as their lecturer. In this paper, all the participants are
enrolled in at least one (1) English course.
Specifically, this study involved 69 PF and 58 GFP
students, totaling 127 participants.
Instrument of the Study
Procedure
Prior to the collection of data, the survey tool was
submitted to the Center's Translation and Self-Access
Center (SAC) Coordinator for accuracy and readability
checks and translation into Arabic. After ensuring that
the tool was fit for purpose, the questionnaire was
distributed to GFP and PF students studying English
during the semester and who were chosen via
convenient sampling. Those students who were at the
SAC but did not give their consent to participate in the
study were not included. Similarly, the researcher’s
students who opted not to take part in answering the
questionnaire were also excluded.
After giving those willing participants enough time to
answer the questionnaire, the completed papers were
then collected, sorted, and analyzed according to the
posed research questions. In particular, the responses
to each item were statistically analyzed by calculating
the mean or the average of the collected answers.
Results and Discussion
This section presents, analyzes, and interprets the data
collected for this study.
Students’ Attitude Toward Code-Switching in
English Language Classrooms
Table 1. Students’ Attitude Toward Code-Switching in
English Language Classrooms

The survey tool developed for this research is a 14-

item opinion poll investigating students' perceptions of
code-switching in English classrooms and its supposed
functions. The statements in the tool are based on
previous studies and are presented in two (2) sections.
Specifically, the instrument was designed by the
researcher to examine the students’ attitudes toward
code-switching in English classrooms and their
thoughts about the perceived functions of code-
switching. To determine the respondents’ attitude,
nine (9) statements are provided, which they have to
answer whether they Strongly Disagree, Disagree,
Neutral, Agree, and Strongly Agree. For the perceived
function of code-switching, the respondents must also
respond to each statement according to their degree of
agreement or disagreement with each item. The
statements in the instrument used in this study are
translated into Arabic to help the low-level proficiency

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Research Article
Table 1 shows that, in general, the respondents have a
neutral attitude regarding code-switching between
English and Arabic in their English classrooms. This is
demonstrated by the overall mean of 3.13 (Neutral) out
of a 5-point Likert scale. This means that students do
not resent code-switching but do not necessarily favor
such a practice in their language classrooms. However,
a closer look at the individual results reveals that
students agree that teachers should explain difficult
English words in Arabic. This statement garnered the
highest mark of 4.1 (Agree), followed by statement 1
with a mean rating of 3.9, which states that students
prefer their teacher to use Arabic and English in the
classroom. The results imply that students do not mind
if their teachers code-switch, especially when
explaining advanced vocabulary. They feel that
teachers may opt to code-switch and that the use of
Arabic and English in an English language class is not
objectionable but is rather an almost agreeable thing
for teachers to do in situations that call for it. This
finding supports the result of Thapaliya’s (2007) study
where it was found that Nepali students believe that
using the Nepali language when explaining a new
structure and technical vocabulary in an English
classroom is important. As Waris (2012) puts it, code-
switching in language classroom may be considered a
useful strategy in classroom interaction, if the
objective is for efficient communication of knowledge
and making meaning clear to students. (p.133)
Similarly, Wang (2022) posits that when used
strategically, L1 in an English classroom can provide
students with a good learning environment and
improve their interest and motivation in learning. He
argued that using learners’ L1 according to their
English proficiency can be a very productive
scaffolding strategy. (p.48) Conversely, in a study by
Kumar et al (2021) in primary language schools in
India, the results show that code-switching is viewed
negatively as it is prevalent and that the attitude
towards this practice is generally negative.
The results of this study show that statement 3
garnered a mean of 3.2 which means that the students
neither agree nor disagree that they have difficulty
concentrating in their English class when teachers use
English only. This indicates that students understand
that an English class is to be delivered in English. This
further means that the respondents recognize that their
ability or inability to focus inside the classroom is not
essentially language-dependent.
Meanwhile, respondents disagree (2.3/5) that teachers
Annie Bangtegan Domede
should not explain difficult English words in Arabic.
This corroborates their agreement with statement 2
mentioned earlier in this discussion. The respondents
also do not prefer their English teachers not to use
Arabic in the classroom (2.5/5). Moreover, the
respondents disagree that using Arabic when teaching
English is not a good teaching strategy (2.6/5) and that
using Arabic in English classrooms does not help
(2.9/5). These findings support Parry’s (2011) claim
that the effective use of students’ mother tongue (L1)
towards L2 acquisition can have enormous potential in
improving students’ vocabulary learning,
comprehension, and English production. (p.17)
Moreover, in a study conducted in schools in Sibbinda,
Namibia, Memory et al (2018) claimed that silozi
learners were observed to display understanding and
interest in a lesson being discussed after teachers code-
switch. This reinforces the idea that code-switching
may have a positive impact on the learning
environment and students feel more motivated and
participative when their mother tongue (L1) is used to
present or expound a foreign concept. This is
supported by the result of the study conducted by
Yildiz and Su-Bergil (2021) where they found that
most students believe that when teachers alternate
between English and Turkish in EFL classes, this
significantly helps students understand their lesson.
(p.23) Altun (2021) also purports that code-switching
in language classrooms presents learners with
comprehensible input and encourages them to interact
and engage in conversations. (pp. 24-25)
On the surface, the respondents seem to feel that code-
switching is neither agreeable nor disagreeable.
However, analysis of their responses signifies that
students agree that there are specific situations in
English language classrooms where code-switching is
preferred or probably even needed, as shown by their
strong agreement with certain positive statements
about code-switching. As postulated by Hutauruk
(2016), code-switching is a strategy used for ease of
expression and for explaining unfamiliar words to
ensure understanding while achieving efficiency. The
finding of Yildiz and Su-Bergil (2021) also elaborates
that students have a positive attitude toward their
teachers who are shifting from English to Turkish
particularly if they have difficulty in understanding.
(p.24) Alkhawaldeh (2019) also found out that EFL
female students at Imam Muhammad Ibn Saud Islamic
University generally endorse code-switching despite
negative and ambivalent attitudes by some
participants. (p.145)
The students’ answers to both positively worded
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statements about code-switching and those sentences
with the same meaning but are worded negatively are
highly corroborative. This demonstrates further that
the respondents have a positive attitude towards code-
switching in English classrooms, and they feel that
such a practice can be a helpful strategy in teaching
difficult words or new concepts and that it may
positively impact their language learning experience.
Students’ Perception of the Supposed Functions of
Code-Switching in English Language Classrooms
Table 2. Students’ Perception of the Supposed
Functions of Code-Switching in English Language
Classrooms
The respondents have a neutral perception of the
supposed functions of code-switching inside the
language classrooms as shown by an overall mean of
3.04 in Table 2. This implies that the students do not
necessarily agree or disagree with the supposed
functions of code-switching. This result may imply
that their responses to the second part of the study do
not validate their positive attitude toward code-
switching in the classroom discussed in the previous
section. However, a closer analysis shows that while
the overall mean and the mean of each statement in
this section of the study fall within the neutral scale
(3.5 to 3.8/5), it has to be noted that these statements
about the supposed functions are not exclusive to
code-switching. This means that having focus, staying
motivated, and enjoying lessons inside the classrooms
are not exclusively due to code-switching. The result
of this study does not necessarily discount the positive
function of code-switching in a language classroom,
but it shows that the respondents do not directly
associate these positive classroom experiences solely
Annie Bangtegan Domede
with code-switching. As it is, creating a positive
classroom atmosphere and ensuring a productive
teaching and learning experience are multi-faceted
processes that result from numerous factors and not
from code-switching alone.
In a study conducted by Kumar et al (2021), they
claim that inter-sentential code-switching is found to
help establish a bond between teachers and their
students. While this study did not particularly
investigate the same, the result shows that students are
more inclined to agree that code-switching by their
teachers makes them feel at ease and motivated as
shown by the mean of 3.6 in a 5-point Likert scale.
This agrees with Yildiz and Su-Bergil (2021) who
claimed that code-switching is seen by students as a
positive contributor to creating a more comfortable
class atmosphere. (p.23) The same was previously
purported by Modupeola (2013) saying that code-
switching helps learners enjoy their learning because
they understand better, so they feel less stressed and
become more comfortable learning. (p.93) This was
further captured by Fachriya (2017) stating that code-
switching in language teaching has numerous
functions that support an effective learning process.
(p.154) Specifically, Tabassum, Rafique, & Akram
(2020) mention that instructors employ code-switching
to achieve certain functions such as topic shifting,
repetition of basic concepts, checking students’
understanding, managing classes, facilitating their
expression, and improving student’s language
competence. (p. 63)
The respondents of this study gave a rating of 3.8 to
the statement that when the teachers code-switch to
Arabic in explaining new words and phrases, they stay
more focused on their learning. This shows that the
students do not disagree but do not necessarily agree
that code-switching helps them focus on the lesson
especially when they are exposed to unfamiliar words.
The statement about code-switching promoting
understanding of lessons more when explained in
Arabic got a mean of 3.7. This again signifies not an
explicit agreement but also not a disagreement about
the supposed function of code-switching in helping
students have a better comprehension of English
lessons inside the classroom. On the contrary, the data
gathered by Thapaliya (2007) in a secondary school in
Nepal showed that while teachers rarely use the Nepali
language in an English classroom, they occasionally
do so to help students better understand whatever is
being discussed. This shows that the teachers
acknowledge that code-switching promotes
understanding in the classroom. In a study by Garcines
& Alvarez (2017), they found out that university
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teachers and students in the Philippines agree that the
use of code-switching facilitates understanding. Yildiz
and Su-Bergil (2021) also claimed that most of the
teachers in their study supported the idea that code-
s w i t c h in g is a n e ce s s i t y for clar ity and
comprehensibility. This means that for the respondents
of these previous studies, code-switching inside the
classroom functions as a technique to increase
comprehension. The findings of Mujiono, et al (2013)
support this idea stating that the use of code-switching
in English as a foreign language instruction can help
students understand English materials and minimize
either students’ miscomprehension of the lesson or
students’ difficulties in understanding the English
lesson in an English classroom. (p.63) Further,
Chimbganda and Mokgwathi (2012) argue that the use
of two (2) languages in classrooms serves a mutually
supportive role and that exploiting the students’ L1 can
increase their understanding of the L2. (p.22) Cook,
(2016) puts forward a similar idea stating that
students’ L1 can be an important element in producing
authentic L2 users. So, instead of avoiding L1 at all
costs, teachers should consider using it to help students
learn and improve their English proficiency.
Overall, the participants of this current study have a
neutral perception of the supposed functions of code-
switching inside the language classroom. This
indicates that the students are not in agreement with
the identified supposed functions of the use of Arabic
in their English class. However, the respondents do not
find these supposed functions disagreeable as well.
Conclusion
This study looked into the attitude of students toward
code-switching and their perception regarding its
supposed functions in English classrooms. This
investigation involved 127 students enrolled in at least
one (1) English course at the University of Technology
and Applied Sciences-Al Musannah (UTAS-A). The
data were collected through a 14-item survey tool
containing statements about code-switching that the
participants will respond to with either Strongly Agree,
Agree, Neutral, Disagree, or Strongly Disagree.
The results of the study reveal that respondents have a
generally neutral attitude towards code-switching
inside their English classroom although some specific
results show the students’ agreement or positive
attitude in favor of code-switching to some extent.
Similarly, their perception of the supposed functions of
code-switching is neutral. These results imply that the
participants of the study at hand do not necessarily
Annie Bangtegan Domede
support code-switching, but at the same time, they do
not disagree with its usage or whenever teachers
switch to Arabic while teaching English. For the
supposed functions of code-switching, students
showed a neutral perception with the suppositions that
code-switching facilitates understanding the English
lesson, creates a more enjoyable and interesting
English lesson, allows more focused learning, and
creates a feeling of ease and increased motivation.
This finding indicates that the students do not agree
that their positive learning experiences are necessarily
the consequences of the switch between English and
Arabic.
Code-switching is not necessarily considered by the
respondents as a classroom strategy that has a unique
and observable positive impact on their language
learning. While they do not have a negative attitude
towards the practice of code-switching inside the
English language classroom, they have not shown a
definite agreement or explicit positive attitude towards
its use in their classroom. Their neutral perception of
the assumed functions of code-switching inside their
English language classrooms also means that they are
not specifically counting on their teachers to code-
switch. While the result shows that students agree that
teachers should explain difficult words in Arabic, this
only affirms that code-switching is to be used only as a
last resort for teachers. As was posited by Akkaya &
Aydin (2019) cited in Yildiz and Su-Bergil (2021), the
central point of foreign language classrooms is how
and where switching should be used. (p.25) Overall,
these results imply that students do not perceive code-
switching as an important factor in their English
language learning. Thus, teachers may consider
avoiding it altogether.
A comparative analysis of responses from beginners
and advanced learners of English may be considered
for future investigations. This will allow for a
collection of data about students’ attitudes and
perceptions of the supposed functions of code-
switching in their English language classroom from a
stratified population. Moreover, teachers’ perceptions
of code-switching and the prevalence or non-
prevalence of code-switching in English classrooms
may also be considered for future investigation as this
study did not investigate these. Finally, whether the
inclusion or exclusion of L1 in L2 classrooms is
helpful or detrimental may also be considered as a
future research topic.
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Affiliations and Corresponding Information
Annie Bangtegan Domede
University of Technology and Applied Sciences,
Al Musannah - Oman
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